Monday, 12/10 - Final exam exemption forms due to teachers by today
Monday, 12/10 - Julius Caesar Act 5 guided reading questions due (handout here)
Upcoming Due Dates:
Monday, 12/17 - Complete reading of final independent reading book due; be ready for your presentation when you walk in the door.
Resources:
Night (digital copy here)
Monday, December 10
Learning Goal(s): Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience. Practice rhetorical analysis through the SOAPSTONE method.
Targeted Standards:ELAGSE9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, and to write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.ELAGSE9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, and to write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
Agenda:
- Submit JC Act 5 questions if not already turned in.
- Rhetorical analysis - Students analyze the Thatcher prompt and compose an in-class essay. Students have the entire class period. Make sure to check the rubric to complete your work according to AP standards!
- Continue reading independent novel #3 and preparing your presentation - due in class on Monday, 12/17
Tuesday, December 11
Learning Goal(s): Begin reading Night, considering Wiesel’s choice in tone and diction and their effects on the audience.
Targeted Standards: ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Agenda:
- Begin reading Elie Wiesel’s memoir Night. Independently, choose ten questions to write developed answers to for chapters 1-3 (handout here). When ready, continue reading Wiesel’s text, and choose ten questions to answer for chapters 4-9 (handout here).
- Continue reading independent novel #3 and preparing your presentation - due in class on Monday, 12/17
Wednesday, December 12
Learning Goal(s): Read cold passages carefully and analytically and answer select response questions.
Agenda:
- Mrs. van Bohemen’s classes meet in 9234 to take the SGM post-test.
- If time, return to the classroom to continue reading Night and working on literary analysis questions.
- Continue reading independent novel #3 and preparing your presentation - due in class on Monday, 12/17
Thursday, December 13
Learning Goal(s): Continue reading Night, considering Wiesel’s choice in tone and diction and their effects on the audience.
Targeted Standards: ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Agenda:
- Continue reading Elie Wiesel’s memoir Night. Independently, choose ten questions to write developed answers to for chapters 1-3 (handout here). When ready, continue reading Wiesel’s text, and choose ten questions to answer for chapters 4-9 (handout here).
- Continue reading independent novel #3 and preparing your presentation - due in class on Monday, 12/17
Friday, December 14
Learning Goal(s): Continue reading Night, considering Wiesel’s choice in tone and diction and their effects on the audience.
Targeted Standards: ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Agenda:
- Continue reading Elie Wiesel’s memoir Night. Independently, choose ten questions to write developed answers to for chapters 1-3 (handout here). When ready, continue reading Wiesel’s text, and choose ten questions to answer for chapters 4-9 (handout here).
- Continue reading independent novel #3 and preparing your presentation - due in class on Monday, 12/17